资源简介

Lesson 3 A Musical Genius
课型 Reading + Speaking
主题语境 人与自我——人物介绍
内容分析 本文是第七单元的阅读语篇，介绍了音乐天才贝多芬和他的作品《D小调第九交响曲》的创作过程和表演场景，其主题意义是让学生通过了解这位音乐天才再创作过程中如何克服双耳失聪的困难，以超出寻常的毅力，坚持不懈地创作出伟大的音乐作品《D小调第九交响曲》，认识到他对音乐的毕生投入和执着追求，并联想到自身，思考如何在人生道路上不畏艰难，实现人生理想。 文本语篇由两部分构成，采用记叙的方式，第一部分大致介绍了贝多芬的个人信息，第二部分以时间顺序，描写了《D小调第九交响曲》的演出场景。作者使用了对比手法表现贝多芬在创作完《D小调第九交响曲》后、演出前、演出过程中和演出结束后的情感变化，以及观众们对于演出的回应，帮助学生们感受贝多芬对音乐的热爱、投入和贡献。
教学目标 获取贝多芬和《D小调第九交响曲》的事实性信息（如：贝多芬的个人信息，《D小调第九交响曲》的创作时间、地点，演出场景和观众反应等）； 利用Graphic Organisers分析、整理信息，形成结构化知识； 描述并阐释贝多芬创作《D小调第九交响曲》的过程和演出过程，分析、判断贝多芬在创作完、演出前、演出中和演出后的情感变化； 梳理记叙文的文本结构，发现并赏析记叙文的写作特点（如：时间顺序，对比写作手法）； 评价贝多芬对音乐的执着追求和巨大贡献，表达自己对人生追求的看法。
教学重点 获取文本中的事实性信息，利用Graphic Organisers分析、整理信息并判断情感变化； 评价贝多芬对音乐的贡献并发表个人看法。
教学难点 基于对贝多芬对音乐的追求的理解，表达自己对人生追求的看法。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents a question and asks Ss to think about it and share opinions in class. 2. T presents the photo of Beethoven and asks questions. 1. Ss think about and answer the questions. Explain the reasons. ①Who can you think of when people are talking about a musical genius 2. Ss look at the photo and finish the quiz in Exercise 1. Activate prior knowledge about “A Musical Genius” and Beethoven.
Activity 2 1. T asks Ss to scan the text and check answers in the quiz. 2. T presents the flow chart and asks Ss to read para 2, 3, 4 and 5 to complete the chart with the information in the text. 3. T encourages Ss to share their flow charts with partners. 4. T presents two questions to lead Ss to focus on the type of writing of the text and Beethoven’s different feelings. 5. T presents Skill Builder to lead Ss to draw their own graphs. T shows the sample graph in class. Ss scan the text quickly and check answers in the quiz to know about Beethoven. Ss read para 2, 3, 4 and 5 to find out information to fill in the flow chart. Ss share and compare the flow chart with partner to learn from others. Ss work in pairs to answer the questions. ①What is the type of the text ②What writing techniques the writer uses to describe Beethoven’s different feelings Ss work in groups to draw graphs and compare it with teacher’s graph. Acquire basic information about Beethoven and Symphony No. 9 in D minor. Integrate and sort information to form structural knowledge. Analyse, summarize and compare Beethoven’s different feelings in different periods. Summarize the structure and the writing feature of the text.
Activity 3 1. T presents the requirements of the role-play activity. 2. T asks Ss to share their opinions on the details. 3. T presents another two questions and asks Ss to express their own opinions. 1. Ss work in groups of four to play different roles to introduce Beethoven and his work according to the graph. 2. Ss work in groups to think about and answer the questions in Exercise 6. 3. Ss answer the questions and share their own opinions on Beethoven’s story in class. ①Which part of Beethoven’s story impressed you most Why ②Do you know any other famous people like Beethoven Please introduce him/her. Internalize and apply what have been learnt. Judge Beethoven’s pursuit of music and contributions to music. Think of the meaning of life pursuit.
Activity 4 T asks Ss to evaluate how well they’ve learnt. Ss answer the questions to evaluate their learning. Reflect how well they’ve learnt.

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